<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000500033</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.64379</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO INTERCULTURAL /DECOLONIAL NO CURRÍCULO DOS CURSOS DE FILOSOFIA COMO EMANCIPAÇÃO SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[INTERCULTURAL /DECOLONIAL EVALUATION IN THE CURRICULUM OF PHILOSOPHY COURSES AS SOCIAL EMANCIPATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EVALUACIÓN INTERCULTURAL/DECOLONIAL EN EL CURRÍCULO DE LOS CURSOS DE FILOSOFÍA COMO EMANCIPACIÓN SOCIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lisboa]]></surname>
<given-names><![CDATA[Edson da Silva Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Luís Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Internacional Uninter  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Internacional Uninter  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>esp</numero>
<fpage>33</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000500033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000500033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000500033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresenta-se uma análise de ementas dos cursos em filosofia de cinco universidades federais numa perspectiva intercultural e decolonial. Parte-se do problema de que o currículo não é equitativo, posto não ser direcionado para minorias sociais. A hipótese é que uma perspectiva curricular de vertente intercultural e decolonial ocorre parcialmente nas ementas de algumas universidades. Objetiva-se apresentar algumas disciplinas que criam condições para se repensar o currículo. Ancora-se o estudo nas concepções de currículo de Sacristán (2000) e Silva (1995); nas noções de emancipação em Saul (2010) e Freire (1996); e nos conceitos de avaliação de Both e Martins (2016). A metodologia é qualitativa e exploratória, e os resultados permitem interpretar que é possível reorganizar o currículo, desde que se revejam alguns pontos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract An analysis of the course menus of philosophy courses in 5 federal universities from an intercultural and decolonial perspective is presented. The problem is that the curriculum is not equitable, since it is not directed to social minorities. The hypothesis is that an intercultural and decolonial curriculum perspective is partially present in the syllabus of some universities. The goal is to present some disciplines that create conditions to rethink the curriculum. It is anchored in the conceptions of curriculum by Sacristán (2000) and Silva (1995), the notions of emancipation in Saul (2010), and Freire (1996) and the concepts of evaluation by Both and Martins (2016). The methodology is qualitative and exploratory, and the results allow interpreting that it is possible to reorganize the curriculum, provided that some points are reviewed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presenta un análisis de los planes de estudio de los cursos de filosofía en 5 universidades federales desde una perspectiva intercultural y decolonial. El problema es que el plan de estudios no es equitativo, ya que no está dirigido a las minorías sociales. La hipótesis es que la perspectiva curricular intercultural y decolonial está parcialmente presente en los menús de los cursos de algunas universidades. El objetivo es presentar algunas disciplinas que crean condiciones para repensar el currículo. Se ancla en las concepciones de currículo de Sacristán (2000) y Silva (1995), las nociones de emancipación em Saul (2010) y Freire (1996) y los conceptos de evaluación de Both y Martins (2016). La metodología es cualitativa y exploratoria, y los resultados permiten interpretar que es posible reorganizar el currículo, siempre que se revisen algunos puntos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[currículo decolonial]]></kwd>
<kwd lng="pt"><![CDATA[minorias sociais.]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[decolonial curriculum]]></kwd>
<kwd lng="en"><![CDATA[social minorities.]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[currículum descolonial]]></kwd>
<kwd lng="es"><![CDATA[minorías sociales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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